如何正确准备托福阅读环节

楚薇分享 2020-07-18 14:35:35

新托福考试阅读部分的难度总体上与大部分中国考生的阅读熟练程度相当。但从局部上讲，中国考生仍会感到篇章应用题难于基础理解题，新题型难于旧题型。如何正确准备托福阅读环节?一起来看看吧!

如何正确准备托福阅读环节

阅读部分的总体结构是3篇长度为630～670个英语单词的阅读材料，每篇阅读材料后有13道题，考生每完成1道题即依次出现下一道题。要求平均每25分钟完成1篇阅读材料及其试题。共历时75分钟。阅读材料的难度与大学课本的难度相当;题材涉及美国历史、政治、文化、艺术和自然等，有一定学术性(例如，跨文化心理研究cross- culture psychological studies)，但较听力材料的学术性低(not as academic as the listening materials)。3篇阅读材料的长度、难度及其后的题型结构基本相同，考生窥一斑可知全豹(divine the whole from the part)。透彻地解读了1篇阅读材料的内容，其他问题都可以迎刃而解。下面就各类题型做一简单介绍：

1.基础理解题 (Basic Comprehension Questions)

新托福的基础理解题除插话题(Insert Text items)和修辞目的题(Rhetorical Purpose items)外，仍以旧托福出现过的传统题型为主。

基础理解题重点考查考生对基础项目的理解，特别是考生根据文章的词汇、句法义内容(lexical，syntax and semantic content)理解把握重要信息的能力。它主要包括以下几种具体题型：

1)词汇题 (Vocabulary items)：考查考生根据上下文理解特定词和短语的能力。这种题型虽难度不大，但占每篇文章后所有题目的，故考生仍应重视起来。

2)指代关系题(Reference items)：考查考生认定代词与指代前项的技巧(anaphoric devices)以及先行词(antecedents)/后置词(postcedents)的关系的能力。

3)句子简化题 (Sentence Simplification items)：考查考生认定文章中某一复杂句的基本内容，并不受细枝末节的干扰，用简化的句子表达原句基本意思的能力。

4)插话题(Insert Text items)：考查考生将特定的一句话插入文章顺序相连的4 个句子(the four successive sentences)之间的能力。要做好此题，考生必须深入理解各个句子间的词汇、语法和逻辑联系。这是新题型，有相当难度，考生应特别重视。

5)事实信息题(Factual Information items)：考查考生抓住文章中阐明的信息，并排除干扰，正确回答问题的能力。考生的任务是选出题中某意译的短语，使之与文章中某相应句子建立对应关系。此题型虽然有难度，数量也较大，但属于老题型。

6)正误判断题(True or False items)：考查考生根据文章中阐明的信息，判断题中的短语哪些是正确的，哪些是错误的，或文章没有提到的信息。

7)推论题(Inference items)：文章中有些论点/观点没有明确阐述，但却强烈暗示出来了。例如，由结果推断造成结果的起因;如果文中有比较，推论题就可能问及比较的基础是什么;如果文中有对某一新现象的明确阐述，推论题就可能要求推论旧现象的特征。推论题虽然是传统题型，但难度很大，需要考生花一番功夫准备。

8)修辞目的题(Rhetorical Purpose items)：考查考生透过表面特定的修辞方法发掘潜在目的的能力。要求考生发现外在修辞特征背后的修辞目的。

2.篇章应用题 Reading to Learn Questions

篇章应用题不仅要求根据词汇、句法和语义内容理解具体的点和大意，且要求辨析(identify)文章的结构和目的。具体说来，要求将文章的信息升华组织成一个腹稿框架(mental framework);区分主要和次要观点、根本与非根本(essential and non-essential)内容;理解诸如因果关系(cause effect relationship)、比较反衬关系(comparison-contrast relationship)和论证(argument)等修辞功能。另外，还要求考生根据原文内容，使用图表(schematic table)和/或总结表(summary table)重构(reconstruct)中心思想和重点论证信息(the major supporting information)。

篇章应用题要求考生对全篇有系统深入的理解，从而进行重构。它要求考生能从文章中提取和记忆重要的信息并将其应用在新的情境中。如果考生头脑中能形成 (conceptualize)一个框架，他就能根据文章重构中心思想和相关重要信息。

新托福阅读考试中哪些题型出现频率最高　

1 词汇题

问法：The word/phrase _X is closest in meaning to____

技巧：

(1)首先看是否认识, 如果在认识, 在选项中找同义或近义词, 并代入原文检验

(2)如果不认识,将4个选项代入原文, 看上下文是否合理

(3)看原词所在句子前后2句, 找重复对应

(4)如果悬想中有2个悬想都在上下文中合理,选择在含义上与原词沾边的词

(5)选项中不认识的词不轻易去选

做题顺序：

看单词，看选项，原文验证

注意：

(1)不可能所有单词都认识

(2)注意熟词僻义, 一定看完所有选项,并代回原文验证

2 指代题

问法：The word they/ their/ it/ its/ some in the passage refers to

技巧：

(1)单复数

it找单数名词或名词性词组

they找复数名词或名词性词组

(2)在主从复合句, 并列句中, 后半句的代词主语优先指代前半句主语的核心词(有例外, 要从意义判断)

(3)简单句中,代词优先指代主语核心词, 次之制代宾语核心词.

(4)代词所在句子找不到合适的指代, 优先指代前一句主语, 次之指代后一句宾语

(5)一句话中, 相同的代词指代相同

3 直接事实题

问法：According to the passage, what/ which/ why/ when-

技巧：定位原文, 细读

(1)题干明确定位 (如给出第几段, highlight)

(2) 题干无明确定位

A 找题干中人名, 地名, 物种名, 大写, 斜体, 数字年代, 符号.

B 定位某一段, 再定位某一位置

C 用核心名词定位

4 infer题(需要精确理解)

注意：既然是infer, imply, 就一定不是原文中明确说的

技巧：

(1)时间前后推理

(2)排除法

a 原文直接清楚描述的,排除

b 与原文无关的新内容,排除

(3)不要加入自己的观点

5 举例说明概述题 (例子的作用)

技巧：

(1)重点不是例子本身, 而是举例子的目的及例子的服务对象

(2)概述的同义改写就是答案

6 EXCEPT列举题

技巧：重视文中三个或三个以上的列举 (遇到的话就做笔记记下来---Sissi如是说)

定位：核心关键词 such as n1, n2, n3………A, B, and/ or C.

托福阅读真题1

During the second half of the nineteenth century, the production of food and feed crops in the United States rose at an extraordinarily rapid rate. Corn production increased by four and a half times, hay by five times, oats and wheat by seven times. The most crucial factor behind this phenomenal upsurge in productivity was the widespread adoption of labor-saving machinery by northern farmers. By 1850 horse-drawn reaping machines that cut grain were being introduced into the major grain-growing regions of the country. Horse-powered threshing machines to separate the seeds from the plants were already in general use. However, it was the onset of the Civil War in 1861 that provided the great stimulus for the mechanization of northern agriculture. With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.

After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items — running from $ 1,000 to ,000 — they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. Combines were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines — sometimes pulled by as many as 40 horses — reaped the grain, threshed it, and bagged it, all in one simultaneous operation.

The adoption of labor-saving machinery had a profound effect upon the sale of agricultural operations in the northern states — allowing farmers to increase vastly their crop acreage. By the end of century, a farmer employing the new machinery could plant and harvest two and half times as much corn as a farmer had using hand methods 50 years before.

1. What aspect of farming in the United States in the nineteenth century does the passage mainly

discuss?

(A) How labor-saving machinery increased crop Production

(B) Why southern farms were not as successful as Successful as northern farms

(D) The increase in the number of people farming

2. The word crucial in line 4 is closest in meaning to

(A) obvious

(B) unbelievable

(D) desirable

3. The phrase avail themselves in line 11 is closest in meaning to

(A) take care

(B) make use

(D) do more

4. According to the passage , why was the Civil War a stimulus for mechanization?

(A) The army needed more grain in order to feed the soldiers.

(B) Technology developed for the war could also the used by farmers.

(D) Machines were needed to replace a disappearing labor force.

5. The passage supports which of the following statements about machinery after the Civil War?

(A) Many farmers preferred not to use the new machinery.

(B) Returning laborers replaced the use of machinery.

(D) Poor-quality machinery slowed the pace of crop production.

6. Combines and self-binding reapers were similar because each

(A) could perform more than one function

(B) required relatively little power to operate

(D) required two people to operate

7. The word they in line 19 refers to

(A) grain stalks

(B) threshing machines

(D) horses

8. It can be inferred from the passage that most farmers did not own threshing machines because

(A) farmers did not know how to use the new machines

(B) farmers had no space to keep the machines

(D) the machines were too expensive for every farmer to own

9. The word ponderous in line 21 is closest in meaning to

(A) advanced

(B) heavy

(D) rapid

PASSAGE 29 ACBDC ABDB

托福阅读真题2

Butterflies are among the most extensively studied insects — it is estimated that 90 percent of the world's species have scientific names. As a consequence, they are perhaps the best group of insects for examining patterns of terrestrial biotic diversity and distribution. Butterflies also have a favorable image with the general public. Hence, they are an excellent group for communicating information on science and conservation issues such as diversity.

Perhaps the aspect of butterfly diversity that has received the most attention over the past century is the striking difference in species richness between tropical and temperate regions. For example, in 1875 one biologist pointed out the diversity of butterflies in the Amazon when he mentioned that about 700 species were found within an hour's walk, whereas the total number found on the British islands did not exceed 66, and the whole of Europe supported only 321. This early comparison of tropical and temperate butterfly richness has been well confirmed.

A general theory of diversity would have to predict not only this difference between temperate and tropical zones, but also patterns within each region, and how these patterns vary among different animal and plant groups. However, for butterflies, variation of species richness within temperate or tropical regions, rather man between them, is poorly understood. Indeed, comparisons of numbers of species among the Amazon basin, tropical Asia, and Africa are still mostly personal communication citations, even for vertebrates. In other words, unlike comparison between temperate and tropical areas, these patterns are still in the documentation phase.

In documenting geographical variation in butterfly diversity, some arbitrary, practical decisions are made. Diversity, number of species, and species richness are used synonymously; little is known about the evenness of butterfly distribution. The New World butterflies make up the preponderance of examples because they are the most familiar species. It is hoped that by focusing on them, the errors generated by imperfect and incomplete taxonomy will be minimized.

1. Which aspect of butterflies does the passage mainly discuss?

(A) Their physical characteristics

(B) Their names

(D) Their variety

2. The word consequence in line 2 is closest in meaning to

(A) result

(B) explanation

(D) requirement

3. Butterflies are a good example for communicating information about conservation issues

because they

(A) are simple in structure

(B) are viewed positively by people